Activity of individuality, well-being and life satisfaction of students

The category of "activity" is widely discussed and described in philosophy and psychology. In psychology, there are quite a lot of concepts of activity: in classical approaches (P.K. Anokhin, N.A. Bernstein, S.L. Rubinstein, A.N. Leontiev, A.V. Brushlinskii, A.V. Petrovsky, K.A. Abulkhanova, I.A. Dzhidaryan et al.) and in modern theories (A.A. Volochkov, Y.R. Vagin, O.A. Konopkin, V. I. Morosanova, V.V. Znakov, A.K. Osnitsky, N.E. Harlamenkova et al.). Mostly, both in theoretical and empirical research in the postnonclassical paradigm activity as a phenomenon is given a system-generating function. Its leading role in the formation of subjectivity is widely discussed. The theory of meta-paradigmality of activity by A. Ivashchenko, N. B. Karabushchenko et al. discusses activity more broadly. The category of "activity" may become a theoretical foundation for many modern studies conducting within different psychological schools and approaches. Our study makes a transition from abstract theories to case studies of human activity. The activity of an individual is the activity of each of the levels of an integrated individuality (bt V. S. Merlin). In our previous studies we proved the integrity of activity of an individual, the presence of an integral, general factor of human activity. In practical terms it is important to understand which parameters of activity of an individual (neuro-dynamic, psychodynamic, personality or social) are most strongly associated with psychological well-being and life satisfaction; how activity of an individual as a whole affects the quality of human life. The article presents the empirical study of the structural interrelation between activity, psychological well-being, and students' life satisfaction, as well as the effects an individual activity has on these characteristics. It was found that not all of the parameters of individual activity were associated with psychological well-being and students' life satisfaction. In particular, psychological well-being and life satisfaction appeared to be associated with temperamental activity, authorship, and independence. In general, individual activity has significant effects on psychological well-being and life satisfaction of students. Life satisfaction and psychological well-being were significantly lower among students with low levels of individual activity.

Keywords

Authors

References